Inclusion Good, better, best!
Housekeeping • • • • • • •
Welcome Bathrooms Fire Evacuation Route Phones on silent Tea and Coffee and water Time for morning tea and lunch Please be respectful and listen to the person speaking J
Acknowledgement of Country I would like to acknowledge the …….. people who are the traditional custodians of this land. I would also like to pay respect to Elders both past, present, and future and extend that respect to other Aboriginal people present.
Introductions • A little bit about the presenter and PDSO • Introducing participants • What do you hope to get out of today?
Topics • What is Inclusion?; Why do we practice inclusion? • Fairness and equity • Universal design Morning tea • Quality Inclusive programs • Families and inclusion • Building inclusive skills in educators • Functional Goals • Peer mediated Instruction and intervention Lunch • Including Aboriginal &Torres Straight Islander children who have a disability • Including children from CALD backgrounds who have a disability • NDIS and working collaboratively with therapists • Transition to school • Strategies for Inclusion • Reflection and Evaluation
What is Inclusion? • What does the word inclusion mean to you? Small group activity: Show what inclusion means to you – definition, phrases, drawings
How inclusive are we really? “Inclusion, exclusion, illusion and collusion” Helen Turnbull ,Ted Talk
https://www.youtube.com/watch?v=zdV 8OpXhl2g
Definition of Inclusion Inclusion means that all children, regardless of their background and abilities, are given the chance to play, learn and interact together. Inclusion is an approach to early childhood learning where every child is valued, supported and given access to equal opportunities and learning experiences. www.inclusionnow.org.au
Definition of Inclusive Practice The Early Years Learning Framework (EYLF) describes inclusive practice as, “…..vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions. (DEEWR,2009, p15)
Why do we practice Inclusion? Inclusion is a right Supported by:
Disability Discrimination Act (1992) Disability Standards for Education 2005) Disability Inclusion Act (NSW, 2014) United Nations Convention on the Rights of the Child () Handout
National Quality Standard 1.1.5 Every child is supported to participate in the program. 5.2.3 The dignity and rights of every child are maintained at all times 6.3.3 Access to inclusion and support assistance is facilitated
Discrimination “Services should also be aware of the Disability Standards for Education 2005. These standards were made under the federal Disability Discrimination Act in 2005 following a long period of consultation. These apply to schools including pre-schools and kindergartens” (Smith,M. Discrimination in children’s Services)
Inclusion is a right • Inclusion is a right and preschools have a legal obligation to include children with disabilities and additional needs. • What may happen if preschools refuse to include a child on the basis of their disability or additional need?
Inclusion perspective ECIA and ECA Early Childhood Australia (ECA) and Early Childhood Intervention Australia (ECIA) released a joint position statement on the inclusion of children with a Disability in Early Childhood Education and Care. www.youtube.com/watch?v=e1lLovpdOQ
Why do we practice inclusion? Research indicates “that most children with disability will benefit from inclusive early childhood education and care.” Children with Disability in inclusive early childhood education and care. Literature review . Centre for Education Statistics and Evaluation. DEC.
Integration versus Inclusion Source: One of the Kids. Disability Council of NSW, 1998. Inclusion versus Integration
Activity Working together at your table: • Using the see-saw animation decide: • What do all children need to do to be able to participate in this activity? • What is the child in the first picture doing? • What supports are required for that child to be included?
Kathy Cologon “Being physically present in a mainstream setting does not automatically result in inclusion. Placement within a mainstream setting, while an important and necessary starting point is only a starting point. Inclusive education is so much more than this- it requires participation and belonging as equal members of a community” Kathy Cologon: Lecturer and researcher in Inclusive Education at Macquarie University The Conversation. ‘Students with and without disability: it’s always better when we’re together. December 17, 2013.
Snapshot of preschools in NSW In 2013, there were approximately 4,400 children with disability in New South Wales’ 765 community preschools •
Around 9 per cent of children in community preschools had a disability or other additional need.
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Furthermore, about 85 per cent of community preschool educators work with a child with disability Does this mean that they are being inclusive? Does this reflect your preschool?
• • •
https://www.det.nsw.edu.au/media/downloads/our-services/children-andyouth/ecec/funding/community-preschool-funding/LiteratureReview-PDSP.PDF
Belonging Mind Map People/ Relationships
Wider World
Me Groups/ Communities
Places
What is fairness?
Discuss in small groups Is it fair to all the other children if a child with a disability or additional needs requires more support to engage at preschool and takes up more of an educator’s time?
Equality versus Equity
Universal Design • First introduced in the field of architecture • Universal design of education There is a continuum: Dr. Tim Moore (2015) Universal design Inclusion Integration Segregation
Educational applications of the Seven Principles of Universal Design for learning C. Mason, R, Orkwis and R, Scott, (2005) “Instructional Theories Supporting Universal design for learning – teaching to individual learners,” Universal design for learning: A Guide for teachers and Education professionals, eds. Council for exceptional Children and Merrill education
Physical principle
Educational application
Equitable use
Equitable curriculum
Flexibility in use
Flexible curriculum
Simple and intuitive
Simple and intuitive instruction
Perceptible information
Multiple means of presentation
Tolerance for error
Success –oriented curriculum
Low physical effort
Appropriate level of student effort
Size and space for approach and use
Appropriate environment for learning
Relate Universal Design to EYLF • In small groups, take two learning outcomes and discuss how these relate to the EYLF. • How do you put this into practice in your preschool?
Universal design of early learning Designing early education settings so that all children, as equal and valued members of the program, may access and engage in all learning opportunities, learn from a common curriculum according to their individual strengths and abilities, and demonstrate their learning in multiple ways. Conn-Powers, Cross, Traub and Hutter-Pishgahi (2006)
Applying this to preschools Group work: • •
Identify key questions for reflection Provide examples of implementing Universal design principles
Physical environment (including health and safety) Social emotional environment Teaching /Learning Environment (child initiated and intentional teaching experiences, routines/transitions)
Individual assessment and program evaluation Family Involvement
Morning tea
What do we know about how children learn? Children with developmental disabilities have the same needs as all children : needs for attachment, nurturance, emotional responsiveness, care, safety and security. Although children with disabilities have the same needs they may have difficulty getting their needs met. Every environment is a learning environment Participation is the engine of development but children with disabilities may have reduced access to a range of environments and fewer opportunities for participation Concept of neurodiversity Thomas Armstrong (2010) Moore, T.G. (2015). Early intervention and inclusion for young children with developmental disabilities. Presentation at Hunter Area Early Childhood Intervention Coordination Program Forum on Early Childhood Intervention, Inclusion and the NDIS for Children 0-8 years, Newcastle, 21st October.
Quality Inclusive programs Five key components: • • • • •
Engaging and responsive caregiving Environmental adaptations Functional skills Use of natural environments and routines Build strength and capacity
Dr Tim Moore, reference
Why is it so important to have high expectations of children with disabilities in Early Childhood? • Children learn best when they are expected to succeed • Low expectations affect how children see themselves, and are often linked to socioeconomic, racial, cultural or gender bias • High expectations act as protective factors, by promoting resilience in children who are considered ‘at risk’ • Early childhood professionals who have high expectations for every child are also more likely to take responsibility for children’s learning and have a high level of teacher agency https://www.eduweb.vic.gov.au/edulibrary/public/earlylearning/high-expectations.pdf
Quality inclusive programs Discussion / local directors speak? • Video footage – what elements can we identify as being best practice? • Need to find or make some video footage •
Girranbai (Jewells Newcastle) preschool had some good examples for inclusion
Dr Tim Moore :inclusion extends to families Inclusion also extends to families • From the family perspective, “Inclusion is defined as the active involvement of families of children with developmental disabilities in the same range of community environments, experiences and activities as other families.”
Attitudes to Inclusion Reflect on staff and families attitudes Can you identify any barriers to inclusion? What do you think can be done to overcome these barriers?
Understanding family perspective Sam’s story from: www.inclusionnow.org.au • https://www.youtube.com/watch?v=IB GopEBH78U
Parental engagement Improving outcomes for students with disabilities
Key elements of an effective partnership • Communication • Commitment • Equality • Skills • Trust • Respect Australian Government department of education. Factsheet 3
Supporting families with Inclusion Inclusion in everyday activities: Discussing opportunities for inclusion with parents such as free activities at libraries (craft/story time), playing at the park, swimming, dance, music, junior sports (eg. soccer joeys), community events – walks, festivals,
www.all-in.com.au
allkidscanplay.com.au •
All Kids Can Play will help sporting clubs to include children of all abilities to play in mainstream sports teams.
Supporting family inclusion in everyday activities Sometimes families may feel that their child’s behaviour limits participation in everyday activities, eg. shopping , restaurants A free online resource to suggest: http://csefel.vanderbilt.edu/resources/parent/mod6/family_routine_guide.pdf
Building Inclusive Skills in Educators Reaching potential versus setting functional goals? Dr Tim Moore advocates for developing functional goals as best practice in Early Intervention
Why meaningful participation? A more helpful way of thinking about the outcomes that we want for children is that we want them to have the functional capabilities to participate meaningfully in all aspects of their lives.
Tips for writing functional goals Two approaches to goal writing: Developmental and Functional
Functional goals: • Most important criteria is that the behaviour is necessary • Reflect the priorities of the family • Are useful and meaningful • Reflect real life situations • Are free of jargon • Are measurable R. A McWilliams (2010) Routines-Based Early Intervention
Tips for writing functional goals • • •
Write goals that can be addressed by multiple people at multiple times of the day Ask yourself, “Why is the child working on this goal?” Be Clear
Example Lance will participate in morning tea and lunch by feeding himself independently. We will know he can do this when he uses his hands, with or without a spoon, to put 10 bites in his mouth at morning tea and lunch in 1 week. Lance will participate in meals, play time and routine times by saying words. We will know that he can do this when he says three different words during each of the three times during the day, for two weeks. R. A McWilliams (2010) Routines-Based Early Intervention
Functional goals/Strategies Develop some functional goals/strategies using the scenarios
Shadowing What do you think?
Children’s social interactions Reflect on the social interactions of children in your preschool who have disabilities or additional needs…
Peer Mediated Intervention and Instruction (PMII) • PMII involves teaching typically developing peers ways of engaging learners with disabilities in positive and meaningful social interactions • Particularly beneficial for students with Autism Spectrum Disorder (ASD) can also be used with children with developmental delay or ADHD • PMII involves specific interventions by trained peers including peer modelling, peer initiation training, direct training for target student and peer, peer networks and peer support
PMII in preschool https://www.youtube.com/watch?v=c_Dv 1gD1V_o
Why use PMII? • It’s evidence based to be an effective strategy for preschoolers (3 to 5 years) through to high school students. • PMII increases the frequency of meaningful social interactions between children with disabilities and those without. • Benefits for typically developing peers
Planning for PMII • Identify times when social interactions occur naturally • Identify and recruit peers Consider: Excellent social skills, language and play skills Positive social history with target child Well liked by peers Follows teacher instruction Can attend to task for 10 minutes Willing to participate and good attendance
Training and supporting peers Teach peers to recognise and appreciate individual differences, using stories, songs and games Give children a brief overview of similarities and differences of children with ASD if appropriate. You might not mention the term ASD, instead say, some people’s brains work a little bit differently Explain purpose keeping it concrete and focus on observable behaviours: “Oliver needs some help learning how to play with other kids, so we’re going to teach him how.”
Social skills to teach • Getting your friend’s attention • Sharing: offering, giving or accepting a toy • Providing assistance (helping focal child to complete a task, or respond to requests for assistance) • Providing affection and praise through hug, holding hands, high 5, shake hands • Suggesting play ideas • Asking peer to share • Saying something nice to peer
Teaching skills • • • • • •
Teach skill to peers in a small group Adult describes skill Adult demonstrates skill Child practices with adult Child practices with target child Specific praise/reinforcement
Example ‘You got your friend to look at you” for peers or “You looked at your friend” for target student.
Tips to support PMII • Keep PMII sessions short, aim for about 15 minutes • Use visuals of the behaviour for prompting • Gradually fade teacher prompting and reinforcement • Praise participation, eg. Wear a necklace for the rest of the day, names in a jar and a pair pulled out and given a reward • Monitor and evaluate program
Example of a PMII learning plan Refer to the Handout from LEAP Outreach Project. (2003). Nurturing social skills in the inclusive classroom: Staff work book. Tualatin
Design a learning activity to teach one of these skills Sample target social skills include: *Sharing objects *Providing a play idea to a peer
*Asking a peer to share objects *Saying something nice to a friend
Using the social skills listed, design a learning plan to teach a peer the target skill. Think about what setting/materials/activity might work well at first and then how it can be generalised. Steps: • Describe • Demonstrate • Child practice with adult • Practice with target child Teacher praise or acknowledgement Tip:Create a visual for each skill to use to prompt the peer
Embedding social interaction in routines Can you identify ways to embed more social interactions in routines? Arrival
Departure
Lunch Pack up time Washing hands
Lunch (write times)
Including Children from Aboriginal backgrounds • Thank you to Deb Mann from Ngroo for providing us with strategies to support the inclusion of Aboriginal children with disabilities in preschool.
Working with Aboriginal and Torres Straight Islander families What have you found to be effective?
Culturally and linguistically diverse (CALD) •
It’s important to value and respect each families culture and child rearing practices
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Each family is unique…if you know one Greek family then you know one Greek family, not all Greek families….get to know the family and ask about their practices/beliefs.
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Use translator services/information in first language if applicable
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Employ bi-cultural educators
Culturally and linguistically diverse Possible issues facing students with disabilities and their families: • Denial of the disability within the student’s family and community • Blame within the family and community, causing acute stress on parents and siblings • Shame, embarrassment and loss of community status • Isolation of both the disabled child and family carers • Stigma and reduced opportunities for family members within the community • Low expectations of children with disabilities • Long term family stress leading to breakdown of family structures. • •
Working with Students from Culturally Diverse Backgrounds with a Disability A Guide for Schools www.decd.sa.gov.au/literacy/files/links/Culture_and_Disability_201.doc
National Disability Insurance Scheme (NDIS) and Early Intervention “NDIA has been informed by experts that evidence-based best practice requires a transdisciplinary, family-centred, key worker approach to services to children with disability under 6 and their families.” What does this look like? • a team of professionals who work collaboratively and share the responsibilities of evaluating, planning and implementing services • Families are valued members of the team • Professionals may include speech pathologist, occupational therapist, psychologist, early intervention teacher, behaviour support facilitator, physiotherapist, social worker • One feature is role transfer or role release • One member of the team is the “key worker” Why is it regarded best practice? • Parents’ prefer a single case worker, ensures coordinated advice • Greater family satisfaction, more family- centred service and better outcomes http://www.ndis.gov.au/document/factsheet-early-childhood-intervention
Working with Therapists in NDIS • Benefits for children and families with children working on common goals at home and at preschool • Liaise with therapists: input into long-term goals, short term goals and strategies • Preschool visits: Observing or working with children in the preschool in an inclusive way.
Transition to school Transition to school websites: ECIA transition to school website, particularly good for supporting families who have a child with a disability or additional needs.
http://www.transitiontoschoolresource.org.au/ Illawarra transition to school project, great general information
http://www.transitiontoschool.com.au/
NSW Department of Education
http://www.schools.nsw.edu.au/gotoschool/primary/transition/
Transition to school for children with disabilities and additional needs • • • • • • •
Vision for the child Checklist for parents investigating schooling options Additional planning time Assessment of child ideally 6 to 12 months before school Transition to school meetings: learning support team Share information: what works? School visits, social stories about starting school and what happens at school • Visual routines for getting ready for school • Practice looking after belongings, following instructions, being part of a group From: http://www.transitiontoschoolresource.org.au
Transition to school statement What is the Statement? • The NSW Transition to School Statement is a practical and simple tool designed to make it easier for information to be shared between families, early childhood services and schools. It summarises the child's strengths, identifies their interests and approaches to learning and ways in which they may be supported. Link to watch Youtube clip about Transition to school statement •
http://www.dec.nsw.gov.au/what-we-offer/regulation-and-accreditation/earlychildhood-education-care/funding/funding-projects/transition-to-school
Strategies for inclusion Resources to reflect and celebrate diversity: Books and posters
ks, toys….
Strategies for inclusion Resources to reflect and celebrate diversity: toys
Strategies for inclusion Diverse resources to meet children’s needs
Strategies for Inclusion Power cards • • • • • • • •
The power cards strategy is used to teach social skills to a child with autism Motivates a child using their special interest Visually based strategy used to connect an appropriate behaviour or skill to a child’s special interest Brief scenario the centres on special interest or hero and the problem behaviour or situation, includes pictures Scenario shows model attempting a solution Rationale for why that positive behaviour is used 3 to 5 step strategy outlining problem solving method Note of encouragement for the child
Using the Power Card Strategy to Teach Social Skills to a child with Autism Spencer, Simpson, Day, Buster. Teaching Exceptional Children Plus Volume 5, Issue 1, September 2008.
Lightning McQueen goes to the playground Lightning McQueen like to go outside to play. Lightning McQueen likes to play with the boys and girls outside. Lightning McQueen goes down the slide with the boys and girls. Lightning McQueen climbs on the equipment with the boys and girls. When the boys and girls say “Hi”, Lightning McQueen says “Hi.” When Lightning McQueen plays with the boys and girls he feels happy. Lightning McQueen wants you to have fun playing outside. He wants you to remember 3 things: 1. Play with boys and girls outside 2. When a boy or girl says “hi”, you say “hi” 3. If you feel scared, squeeze your hands together Play with the boys and girls like Lightning McQueen and you will feel happy. Adapted from: Using the Power card Strategy to teach social Skills to a child with Autism Spencer, Simpson, Day, Buster. Teaching Exceptional Children Plus Volume 5, Issue 1, September 2008.
Good, better, best! Reflection: What do you think is good, better and best practice for inclusion in preschools?
Reflection What will you take away from today’s discussion? Please write down two things from today that you’ll take back to your preschool. Additional follow-up at network meetings/ discussion PDSO ?
Evaluation Please fill out the course evaluation form. Thank you for your attendance and participation today.
